Teaching

My approach to teaching is informed by my experiences as an instructor in classrooms ranging from high school through doctoral-level courses. I draw from my research on supporting students’ motivation and eliciting adaptive emotions as well as motivational frameworks such as Self-Determination Theory and Situated Expectancy-Value Theory. Accordingly, my approach to teaching prioritizes empirically supported motivational design principles, such as active involvement, personal connections to the material, opportunities for choice, and scaffolded collaboration. I am committed to enacting culturally relevant-sustaining pedagogies in the classroom. I strive to cultivate a supportive atmosphere where students feel comfortable asking questions, taking intellectual risks, and learning from mistakes as they pursue mastering content and pursuing professional development.